Demand-Driven Curriculum for in Korea Suehee Pak Dongduk Women s University 23-1 Hawolgok-dong, Sungbuk-gu Seoul 136-714, Korea Eunha Rho Sungkonghoe University 1-1 Hang-dong, Kuro-gu Seoul 152-716, Korea Juno Chang Sangmyung University 7 Hongji-dong, Jongno-gu Seoul 110-743, Korea Moon Hae Kim Konkuk University 1 Hwayang-dong, Gwangjin-gu Seoul 143-701, Korea mhkim@konkuk.ac.kr ABSTRACT This paper describes how Korean Government has designed and driven the innovation of undergraduate curriculums to meet increasing industrial demand for quality IT experts in the computer-software field. The computer-software field has been categorized into five specialized areas, tracks. The embedded system software area is one among them. Educational contents (including track curriculums, detailed syllabuses, and class materials) have been designed and constructed for the tracks. First, a curriculum development methodology is described, which is used to develop curriculums in the computer-software field. Next, artifacts for the embedded software system track produced in the process are described. By applying iterative and incremental principles of the methodology, all artifacts will be continuously updated and constantly upgraded as related technologies progress rapidly. Keywords track, curriculum, industry demand, demand-driven course, detailed syllabus, class material, course development 1. INTRODUCTION Despite the excessive supply of IT manpower in the market, many companies in Korea still find difficulty in recruiting manpower of quality satisfying their needs. This is so called skill mismatch phenomenon, where maturity levels of skills of graduates from academic institutions are lagging far behind the required level in the spot industrial sectors. Therefore, the cooperation between universities and IT industry in producing IT manpower of quality is urgently called for to create the effective labor pool of supply and finally balance its supply and demand. To facilitate the cooperation, Korean Government has been focusing on the training program of demand-driven IT workers as one of the major policy measures by applying the SCM (Supply Chain Management) model to human resource development [2]. The basic concept of SCM is to optimize whole supply networks to maximize total profit. Applying this concept to human resource development denotes that we have recognized a series of educational process and career path as a huge supply network so that optimization would be deployed into all of human resource development processes. To reflect intensive and extensive technological changes and industrial needs from academia, a study is necessary to solve and act as an antidote against the imbalance problem between the skill factors demanded by industry and the curriculums of universities. As a sub-project for the SCM project, Korean Government launched a challenging project where curriculums and courses are designed and constructed, based on their own estimated demand for IT manpower. According to IT industry, to solve the skill mismatch, the computer-software field needs to be subdivided into more specialized areas. For each specialized area, track in the project, educational contents are to be properly constructed and customized to the corresponding IT sector. The practical purpose of this project lies in producing students as IT experts equipped with specialized skills. As the first stage to innovate academic curriculum, computer-software field is categorized into five specialized tracks. With five tracks to pursue as majors in computer-software field, four demand-driven courses for each track are designed and their detailed syllabuses and course materials are constructed. In the following section, a methodology is suggested to develop demand-driven curriculums. In the next sections, the major artifacts of demand-driven curriculum 15
development for the embedded system software track are described, which is followed by concluding remarks. 2. METHODOLOGY FOR CURRICULUM DEVELOPMENT 2.1 Curriculum Development as a Process of Change and Evolvement Academic curriculums are to change and evolve over a period of time. Curriculum development as a process of change and evolvement is somewhat similar to software development. Spiral model, originally proposed by Boehm [1], is an evolutionary software process model that combines the iterative and incremental nature of prototyping with the structural aspects of the linear sequential model. Applying concepts and basic principles of the spiral model, Curriculum Spiral model for demand-driven curriculum development is derived and proposed. In the process, a curriculum is developed in a series of incremental releases. That is, a whole development process is divided into several, time-boxed small-scaled projects. This smallscaled project is called iteration stage and an iteration stage is again subdivided into four activities, called phases. Figure 1 depicts the curriculum spiral model that performs 3 iteration stages, each of which contains four phases, and shows artifacts in each phase. In the rest of this section, each phase is described in terms of its activities and artifacts. In the first phase in an iteration stage, Requirement Analysis phase, tracks are identified and selected by analyzing industrial demands and requirements, and also by collecting feedbacks from universities involved in the previous iteration stage. Partitioning tracks is to vertically decompose a certain generalized field. A track should be a highly cohesive subfield of computer-software field. In the Design phase, a curriculum is designed and developed for each track. Several industrial demand-driven courses are included in each curriculum. A track curriculum includes track goals, a course tree, and preliminary design for demand-driven courses. A course tree includes demand-driven courses, prerequisite courses, basic computer science courses, and their associations. In the Implementation phase, a detailed syllabus and class materials are constructed for each demand-driven course. In the Realization phase, semester classes are lectured, based on the track curriculum, detailed syllabus, and class materials. As input to the requirement analysis phase of the next iteration stage, all feedbacks from the involved universities and industries are collected. iteration 1 iteration 2 iteration 3 Requirement Analysis phase Track Starting point for a project Realization phase Feedback from universities and industries Design phase Track Curriculum Implementation phase Detailed Syllabus Class Material Figure 1. Spiral model for curriculum development 2.2 Human Infrastructure The human infrastructure for curriculum development is classified in Figure 2. As a coordinator, Comprehensive Manager coordinates all phases of a small-scaled project, that is, an iteration stage. Comprehensive Manager plans overall process, collects ideas, suggestions, and information from the rest of the participants and finalizes track decision, curriculum design and course materials. Comprehensive Manager identifies and organizes human infrastructure, assigns their roles and coordinates their communications and finally resolves their conflicts. As a basic participant, Course Developer develops all artifacts from phases. Two or more Course Developers are assigned to each and every track. Course Developer constructs track curriculum and makes class materials. Track Expert, another participant, consists of Academic Track Expert and Industrial Track Expert for each track. Track Expert is involved in the process of constructing artifacts. Course Developer works in close cooperation with Track Expert. Consultant, as one of the stakeholders, consists of General Consultant and Track Consultant. Track Consultant consists of Academic Track Consultant and Industrial Track Consultant. Consultant reviews and monitors all artifacts constructed by Course Developer. Lecturer, another stakeholder, lectures using artifacts constructed by Course Developer. 16
Coordinator Basic participants Stakeholder Comprehensive Manager Course Developer Track Expert Consultant Lecturer Academic Track Expert Industrial Track Expert Academic Track Consultant Industrial Track Consultant General Consultant Figure 2. Human infrastructure for curriculum development 3. TRACK: VERTICAL DECOMPOSITION OF COMPUTER-SOFTWARE FIELD 3.1 Necessity for Specialized Field Tracks Applying industrial demands into academia, it should be considered what educational unit would be a suitable one for bearing the task. From the educational perspective, decision for the choice of an appropriate educational unit is one of the most important underlying factors to be considered. An undergraduate curriculum, especially for science and engineering majors, should be the proper combination of mathematics, understanding of principles, practices, application, and skills for tools [3]. Demand-driven curriculum needs to be balanced with five factors mentioned above, and categorized for more specialized area by possible career pursuits of students. The concept of track is introduced, which has a demanddriven curriculum for a specialized area while satisfying the guideline of ABET, ACM, and IEEE/CS. ABET has program as a unit of accreditation. ABET guideline indicates that each program should have its own objective, so track would have the objective of satisfying demands from specific IT area. In this paper, a track can be considered to be a proper educational unit (for undergraduate) composed of major issues reflecting industrial needs. 3.2 Five Tracks and Ongoing Changes Selecting tracks is based on the work in [5], which suggested several specialized tracks in the field. In order to identify tracks, needs from IT industry experts are carefully examined. Requirements of universities are also considered. As a result, the computer-software field is divided into five specialized tracks as follows: - Development (SD) - Integration (SI) - (EM) - Multimedia and Game (MM) - Business Information Technology (BI) In the software development (SD) track, the goal is to educate skilled manpower with expertise in software development. It is recommended not to deal with fragmentary skills and detailed application skills, considering the limited time horizon of 4-year university education. Instead, the curriculum focuses on training the ability of problem solving and that of self-adapting to rapid changes in the practical IT field. The goal of the system integration (SI) track is to train manpower with practical knowledge required in system development companies which make general business applications. In order to produce students who understand the whole process of system development, the curriculum is designed to focus on up-to-date technologies such as software modeling, software development process, and web computing. In the embedded system software (EM) track, students are trained to have an understanding of various aspects of embedded systems. The curriculum contains the establishment of system development environment, hardware control programming and application programming in embedded systems. Electronic engineering is merged into software engineering from the viewpoint of software field. The goal of the multimedia and game software (MM) track is to educate both multimedia software and game software developers. Students are trained to have basic abilities to have considerably high productivity in a short period of time after graduation. Multimedia software courses focus on understanding of the overall multimedia area, including moving picture processing and animation, and achieving the ability of integrating and applying various digital media. Game software courses deal with the concept and technology of computer game production, and train students to have the ability to collaborate in practical game production. In the business information technology (BI) track, the goal is to train IT consultants and IT business managers who have the ability to apply and manage rapidly changing information technologies of management. The curriculum basically intends for students of computer-software departments. It integrates courses for overall knowledge of management and courses for information technologies, such as computers and communication. Some of the tracks mentioned above are closely related, and some of them cover quite big areas. The number and 17
goals of tracks will be continuously updated and constantly upgraded as IT technologies progress rapidly. Tracks can be added, deleted or even merged. For example, information security track can be newly added on the track list. 3.3 Demand Survey of the Five Tracks Surveys on industrial preferences for the five tracks have been conducted [4]. About 2,000 Korean companies are surveyed (about 1,000 IT companies and about 1,000 non- IT companies). The result shows demand preferences for human resources in each track. Out of five tracks, SD and SI stand out in demand pressure from the industry. Table 1 shows preferences for the tracks in each IT profession. Table 2 shows preferences of the tracks in each technology. SI/SW development and design Table 1. Track preference in each profession (%) Track SI SD EM MM BI Etc. Profession IT consultant 28.67 25.98 13.47 6.94 18.94 6.01 Project manager 25.79 27.34 13.13 7.83 15.38 10.53 engineer (analysis/design) 25.16 31.68 18.64 4.42 13.34 6.76 DB design administrator 27.72 28.04 11.08 6.49 17.42 9.26 Digital contents information security engineer 20.01 41.05 14.93 6.36 13.00 4.66 Network design administrator 22.19 17.58 23.51 7.49 20.86 8.37 Web engineer (development 27.34 construction) 28.09 12.64 10.03 17.11 4.80 General S/W developer and 28.33 programmer 32.22 14.94 4.75 15.78 3.96 S/W developer and programmer 19.98 26.48 33.63 6.06 11.39 2.47 Web planner and designer 25.69 28.45 9.28 11.66 17.01 7.91 Game / animation / graphic 0.91 planner 22.71 8.29 54.76 13.10 0.23 Game / animation / graphic 4.83 developer 8.86 10.41 54.83 15.82 5.25 Virtual reality / animation / 19.67 graphic designer 26.46 6.71 29.16 3.80 14.21 Web master 26.48 26.79 7.54 5.15 23.12 10.92 administrator 30.54 23.54 7.35 11.50 18.58 8.48 operation and technology administration support technician 24.35 24.03 19.20 6.43 21.88 4.11 Education IT education 16.76 16.94 18.31 28.65 12.46 6.87 Business IT technology business 23.52 27.63 14.83 5.16 20.12 8.74 Total 27.02 29.18 15.19 7.56 15.45 5.95 4. CURRICULUM: HORIZONTAL DECOMPOSITION FOR TRACKS 4.1 Track Curriculum Outline Track curriculums are designed and constructed, with the main focus on the specialized skills demanded by IT industry. A track curriculum includes a course tree. Courses in the tree are grouped into three types. Table 2. Track preference in each technology (%) Track Technology SI SD EM MM BI Etc. 31.03 34.48 11.81 2.59 15.00 5.43 S/W Application package 33.33 35.16 10.91 4.62 12.47 4.25 13.00 22.42 41.65 6.73 14.35 1.85 Development tool 27.40 34.73 15.00 7.77 13.15 2.37 Subtotal 29.12 33.42 15.57 5.01 13.48 3.88 SI 34.48 26.51 8.49 6.51 17.73 6.40 -related DB 18.57 25.00 6.43 8.57 34.29 7.14 Information security 21.11 51.11 14.44 2.22 7.78 3.33 Subtotal 32.21 28.58 8.87 6.27 17.99 6.18 Game 7.50 16.25 7.19 59.69 6.25 3.75 Digital contents Image animation 22.00 16.00 2.00 17.00 10.00 33.00 Contents solution 29.32 23.41 13.41 13.86 15.45 5.45 Other contents 22.86 30.00 7.50 11.43 18.57 9.64 Subtotal 20.96 22.37 9.21 26.40 13.16 8.42 Information and Communication business 31.42 24.06 14.16 5.81 17.26 7.29 communication Broadcasting 26.58 24.74 11.32 7.11 22.11 8.16 Subtotal 30.28 24.22 13.49 6.11 18.40 7.49 Communication equipment 18.53 32.06 20.88 3.24 13.24 12.06 Information and communication equipment Communication terminal 13.54 35.83 26.46 7.92 8.33 7.92 Information equipment 25.12 28.98 17.20 5.42 18.81 5.55 Broadcasting equipment 17.27 20.91 48.18 0.45 11.36 1.82 Parts 23.95 28.42 18.29 3.29 16.97 9.08 Subtotal 21.74 29.68 21.53 4.69 15.58 7.24 Educational Education 7.33 9.83 26.50 35.00 19.00 2.33 Total 27.02 29.18 15.19 7.56 15.45 5.95 The first group consists of demand-driven courses, the skills of which are analyzed as demanded by IT industry. The second group consists of direct prerequisites of demand-driven courses. The third group consists of common fundamental courses, which are classical computer science courses. These courses are included in all track curriculums in common. The basic notation to represent designed courses and their associations are shown in Figure 3. Course tree for the embedded system software track is shown in Figure 4. Common fundamental courses Prerequisite of demand oriented courses Demand oriented courses Prerequisite relationship Figure 3. Notation of three kinds of course grouping 4.2 Demand-Driven Courses A track curriculum includes four demand-driven courses. The courses are designed and constructed to reflect the demands of IT industry. They are targeted to senior year and designed to have the specialized skills that turned out to be demanded from the buyers, IT industry. Table 3 shows the mapping between these courses and the specialized skills for the embedded system software track. 18
I Introd. to Science Discrete Math. Digital Design Security Table 3. Specialized skills of demand-driven courses for the embedded system software track Demand-Driven Courses I Hardware II Application II Data Structures Algorithms Architecture Engineering Methodology Database Networking and Data Comm. Operating s Introd. to s Specialized Skills Linux Microprocessor Startup code Development, Memory/Clock/IO Control, Linux Programming, Device Driver Development, and Assembly Language Programming VHDL, Combinational/Sequential Circuit Design, Timing Analysis and Design, and H/W Design RTOS concept, RTOS based Programming, and DMA/Timer/Interrupt Programming Network Programming, TCP/IP, Client-server Programming, and GUI programming 5. CONCLUSION AND FUTURE WORKS IT education in academia has not properly accommodated the changing industrial demands. This paper presents research results to solve the imbalance between the skill factors demanded by industry and the curriculum of universities. As a curriculum development methodology, Curriculum Spiral model has been suggested and applied. As the first artifact of this work, five specialized areas in the computer-software field, called tracks, have been identified to reflect the demand from IT industry. The goal for each track has been established along with the demanddriven courses, which are major artifacts of the curriculum development process. Detailed syllabus and class materials have been designed and constructed as well. I Hardware Figure 4. Course Tree for the embedded system software track II Application Using the artifacts from this work, the governmental SCM project started in the beginning of 2004. Korean Government selected 39 universities (19 for the embedded system software track) from all over the country. Each university in the program selected one track and adopted the suggested track curriculum. At the point of yielding students equipped with specialized skills and expertise, meaningful feedbacks will be obtained to improve the curriculums. The feedbacks are expected from the parties involved. As the Curriculum Spiral model explicitly suggests, curriculum development procedures will be iteratively and incrementally performed in order to promote the curriculum. First of all, changes are expected and inevitable in tracks. Proper classification and restructuring of tracks in computer-software field will lay the groundwork for developing a full-fledged demand-driven curriculum. Secondly, track curriculums, detailed syllabuses, and class materials need to be maintained and elaborated according to feedbacks stemming from the universities and IT industry. Finally, demand-driven courses need to be continuously updated and constantly upgraded as IT technologies progress rapidly. Acknowledgements: Thanks to Korean Ministry of Information and Communication, and Institute of Information Technology Assessment for the support in development of demand-driven curriculums in the computer-software field. 6. REFERENCES [1] Boehm, B. A Spiral Model for Development and Enhancement, IEEE, vol. 21, no. 5, May 1998, pp. 61-72. [2] Lee, J., Om, K., Chang, J., and Pang, S. Innovation of IT human resource development in Korea. 14 th International Vocational Education & Training Association Conference, August 2004. [3] Meyer, B. Engineering in the Academy. IEEE, May 2001, pp. 28-35. [4] Demand Survey of Specialized Skills. Institute of Information Technology Assessment, March 2004. (in Korean) [5] Research on / Training in Higher Education. Korea IT Industry Promotion Agency, November 2001. (in Korean) 19